This chapter outlines a critical framework for developing culturally responsive integrative learning environments in leadership education. The framework is grounded in the scholarship of women of color feminism and offers implications for transforming curricular and cocurricular leadership programs.

Byrd, and Anne Caldwell. My committee not only challenged me over the past four years, but has been supportive, generous, and kind, making space for me to be the scholar I saw myself to be. Dr. Story, as chair and advisor, exemplified the best of this committee and I could not have asked for a better mentor and friend. I am forever grateful for the Department of Pan-African Studies-the faculty, staff and students-who have provided community and support, especially my incoming cohort family, Saleema and JC as well as Drs. Theresa Rajack-Talley and Joy Carew who were instrumental in shaping our transition and first-year in the program. My "push" into doctoral studies started long before I entered UofL. So many people inspired and encouraged me along the way. Thanks to all my Florida State University (FSU) friends and family who "aided and abetted" in the push to get me here, especially all the folks at the Center for Leadership and Social Change. My initial scholarship interest was shaped by the first doctoral studies courses I took at FSU with Drs. Tamara Bertrand Jones and Deana Rohlinger after much encouragement from Dr. Estee Hernandez. Furthermore, this study was partially inspired by some of my previous work with Dr. Shawna Patterson-Stephens at FSU. I have also been very fortunate to have met scholars I deeply admire, including Professors E. Patrick Johnson, Marlon v Bailey, and Jeffrey McCune. Though the encounters were brief, they all offered great advice and encouragement. Also, special thanks to Zeta Alpha Delta Fraternity. Moreover, I could not have done this without all my friends and family, near and far, who supported me throughout this endeavor. Far too many for me to recognize them all. Nevertheless, I am grateful for the spoken/unspoken, named/unnamed prayers, texts/DMs, calls, and Ms. Cynthia from the airport. My parents-Lee, Gary, Anthony and Karen-for always believing in me. Tony and Xaivian for keeping me grounded and connected. Shout out to my Louisville roommates, Jarrod and Jakia, for making Louisville home, Sunergos Coffee for providing my go-to writing space and fuel, and UofL Multicultural Graduate Students Association, along with Dr. Craig and Ms. Yvette, for being a haven within the graduate struggle. Last but definitely not least, I am grateful for all the black queer folks I've been blessed to be in community with-it's our labor and love that keeps me going. This is especially true of all the participants and subjects of this study.

Grounded in feminist affective theory, the current article explores how emotions can be an effective tool for deploying the Culturally Relevant Leadership Learning (CRLL) model. The CRLL model proposes a reconceptualization of leadership education to challenge dominate norms and foster more inclusive and equitable leadership learning. Therefore, the author argues that “being” a culturally relevant leadership educator and learner consists of an embodied pedagogy in which storytelling can be employed to translate emotions into action and social change. The current article is framed using Marshall Ganz’s Public Narrative Model (i.e., Story of Self), thus constituting it as a theory‐in‐practice.

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